Shorter or Longer? Comparing Lengths with Fun Activities – Lesson Plan

To introduce the lesson, you can do the following:

• Write the lesson title on the board or the chart paper: Shorter or Longer?
• Ask your students what they think the lesson is about. Listen to their responses and acknowledge their ideas.
• Tell your students they will learn to compare lengths using words like shorter and longer. Write these words on the board or the chart paper and explain their meaning. You can use examples from the classroom, such as books, pencils, chairs, etc., to illustrate the concept.
• Tell your students they will watch a video (https://youtu.be/R6o_ma_doAg) to help them understand the concept better.
• Tell your students that after watching the video, they will play some games and do some activities to practice what they learned.

To warm up your students for the lesson, you can do the following:

• Ask your students to stand up and form a circle.
• Tell them you will show them a card with a picture of an object. They must say if the object is shorter or longer than another object you name. For example, if you show them a card with a picture of a ruler on it, you can say: "Is a ruler shorter or longer than a pencil?" Your students must say, "A ruler is longer than a pencil."
• Show them different cards and ask them different questions. Make sure to vary the objects and the comparisons. You can also ask them to explain why they think so. For example: "Why do you think a banana is longer than a pencil?" Your students can say: "Because it takes more space from one end to another."
• Praise your students for their answers and encourage them to participate.

To introduce the concept of comparing lengths using non-standard units of measurement, you can do the following:

• Tell your students that sometimes they might not have a ruler or a measuring tape to measure the lengths of objects. In that case, they can use other objects of the same size, such as paper clips, crayons, pencils, or straws, to measure the lengths of objects. These objects are called non-standard units of measurement.
• Show your students how to use non-standard units of measurement to measure the lengths of objects. For example, you can use paper clips to measure the length of a book. You can say: "To measure the length of this book, I will use paper clips. I will place one paper clip at one end of the book and another paper clip at the other end of the book. Then, I will count how many paper clips fit between the two ends of the book. This is how I measure the book's length using paper clips." Demonstrate how to do this and count the paper clips aloud.
• Ask your students if they can measure the book's length using other objects. Listen to their suggestions and try them out. For example, you can use crayons, pencils, or straws to measure the book's length. Compare the results and discuss why they might be different or similar.
• Tell your students that they can use non-standard units of measurement to compare the lengths of two or more objects. For example, you can use paper clips to compare the lengths of a pencil and a crayon. You can say: "To compare the lengths of this pencil and this crayon, I will use paper clips. I will measure the length of each object using paper clips and then compare the results. This is how I compare the lengths of two objects using paper clips." Demonstrate how to do this and compare the results aloud.
• Ask your students if they can use other objects to compare the lengths of two or more objects. Listen to their suggestions and try them out. For example, you can use crayons, pencils, or straws to compare the lengths of two or more objects. Compare the results and discuss why they might be different or similar.

To reinforce the concept of comparing lengths using words like shorter and longer and non-standard units of measurement, you can do the following activities and games with your students:

• Pair up your students and give each pair a set of rulers or measuring tapes, a set of non-standard units of measurement, and a worksheet.
• Tell your students that they will work with their partners to measure and compare the lengths of different objects in the classroom using rulers or measuring tapes and non-standard units of measurement. They will record their measurements on their worksheets.
• Explain how to fill out the worksheet. For example: "On your worksheet, you will see pictures of different objects in the classroom. Next to each picture, you will see two boxes: one for a ruler or measuring tape and one for a non-standard unit. You have to write down how long each object is using both methods. For example, if you measure a book with a ruler or a measuring tape, you must write down how many centimeters or inches it is in the first box. If you measure a book with paper clips, you must write down how many paper clips it is in the second box."
• Tell your students they have to compare the lengths of two objects on each row using words like shorter and longer. They have to write down their comparisons on their worksheets. For example: "On your worksheet, you will see two pictures on each row: one on the left and one on the right. You have to compare the lengths of these two objects using words like shorter and longer. You have to write down your comparisons on your worksheets. For example, if you see a picture of a pencil on the left and a picture of a crayon on the right, you have to write down: 'A pencil is longer than a crayon.'"
• Tell your students they must explain their reasoning and justify their answers using evidence from their measurements. They have to write down their explanations on their worksheets. For example: "On your worksheet, you will see a space for explanation under each comparison. You have to explain why you think one object is shorter or longer than another using evidence from your measurements. You have to write down your explanations on your worksheets. For example, if you wrote down: 'A pencil is longer than a crayon.', you have to explain why by saying something like: 'A pencil is longer than a crayon because it measures 15 cm with a ruler and 12 paper clips with a non-standard unit, while a crayon measures 10 cm with a ruler and 8 paper clips with a non-standard unit.'"
• Monitor your students as they work with their partners and help them as needed.
• Collect them for assessment after they finish their worksheets.

After the activities and games, invite the students to share their findings and observations with the class. Ask them to show their drawings or models of the objects they measured and compared. Please encourage them to use shorter and longer words to describe their work. For example, they can say: "I drew a shorter pencil and a longer pencil," or "I made a longer train with blocks than my partner." Praise their efforts and correct any misconceptions they might have.

Review the main points and concepts with the students to conclude the lesson. Ask them to recall what they learned about size, shorter, and longer. Remind them that they can compare the lengths of different objects by lining them up at one end and seeing which one extends more at the other end. Show them the video again and have them sing along with the song. Tell them they did a great job and can practice more at home with their toys or household items.